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| enhanced end of topic assessment: Assessment Strategies for Online Learning Dianne Conrad, Jason Openo, 2018-07-15 Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes. |
| enhanced end of topic assessment: Test-Enhanced Learning Kristian Still, 2023-02-02 Written by Kristian Still, Test-Enhanced Learning: A practical guide to improving academic outcomes for all studentsis an informative guidebook that explores the wealth of evidence behind and the benefits of test-enhanced learning, spaced retrieval practice and personalisation. Detailing the most up to date research into improving learning and retention, it takes us on a journey into test-enhanced learning, spaced retrieval practice, motivation, metacognition and personalisation. In so doing, the book provides a blueprint for all teachers and schools to improve the academic outcomes of their students and to achieve this in ways that improve the motivation of learners and reduces the workload for teachers. Kristian Still has been developing these ideas with his classes for many years and has achieved considerable success in terms of thedirect learning gains, and improved assessment grades of his pupils and the indirect gains instudentsgrowing confidence in lessons, with a wider group of pupils contributing to class and improved classroom behaviour. Consequently, students are finding greater comfort in class and experiencing less pressure or underpreparedness when a question is asked. The book is supported by the free Remembermoreapp which uses digital flashcards as an aid to deliver the learning gains of personalised, spaced retrieval practice, providing teachers with insights into the effectiveness of their own teaching. It also contains a number of practical case studies from teachers using these techniques and the app to produce great results in their schools. Spaced retrieval practice is a highly effective but counter intuitive revision technique in that it involves forgetting and relearning knowledge. Test-Enhanced Learningprovides a blueprint for motivating students to adopt this technique in favour of seemingly easier but less effective techniques such as re-reading. Moreover, the Remembermoreapp does most of the convincing for you. It is a tool, not only to provide the flashcards for retrieval practice, but also to demonstrate the power of the technique to pupils. The book goes a step beyond mere retrieval practice, offering a fresh approach to test-enhanced learning, both pretesting and post testing, supported by real, classroom-based routines that have been tried and tested by both Primary and Secondary teachers across a range of subjects. Exploring the research behind test-enhanced learning, it reveals that both pretesting and post testing (retrieval practice) offers improved memorisation and secures long-term learning. Suitable for all teachers in all settings. |
| enhanced end of topic assessment: Approaches to Assessment that Enhance Learning in Higher Education Stylianos Hatzipanagos, Rebecca Rochon, 2014-10-10 This book addresses the need to diversify mainstream forms of assessment currently used in Higher Education in order to re-establish the focus on the learning process. Making assessment central to student learning is about returning to what current research emphasises: the primary beneficiary of assessment should be the student. To achieve this in the assessment context, students and tutors must engage in a process of dialogue and feedback. It seems to be widely accepted that assessment succeeds when the learner monitors, identifies and then is able to ‘bridge’ the gap between current learning achievements and agreed goals. It is, however, more questionable whether adequate opportunities are given to students to be active participants in closing what has been termed ‘the loop’. Contributors to this book have responded in different ways to the challenge of enhancing learning through assessment, offering reasons for the lack of focus on learning within assessment processes as well as suggesting possible solutions. The chapters demonstrate a balance between innovation and practicality, drawing on the underpinning theories. The result is both rich in discussion and an extremely useful resource for practitioners. This book was originally published as a special issue of Assessment & Evaluation in Higher Education. |
| enhanced end of topic assessment: Classroom Assessment and the National Science Education Standards National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Classroom Assessment and the National Science Education Standards, 2001-08-12 The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system. |
| enhanced end of topic assessment: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| enhanced end of topic assessment: Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption Isabel Hilliger, Pedro J. Muñoz-Merino, Tinne De Laet, Alejandro Ortega-Arranz, Tracie Farrell, 2022-09-05 This book constitutes the proceedings of the 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, held in Toulouse, France, in September 2022. The 30 research papers and 31 demo and poster papers presented in this volume were carefully reviewed and selected from 109 submissions. Chapter “Learners’ Strategies in Interactive Sorting Tasks” is available open access under a CC BY 4.0 license. |
| enhanced end of topic assessment: Assessment for Education Valentina Klenowski, Claire Wyatt-Smith, 2013-11-19 ′This is a very exciting book and should be read widely by anyone who wants a better understanding of the role of assessment in the diverse, globalised, digital societies of the 21st century.′ - Professor Mary James, University of Cambridge, President, British Educational Research Association ′Highly readable and thoroughly researched, this call for a new vision of education deserves to be ready by all those who share the concern to shape today′s assessment practices to meet the needs of tomorrow′s society.′ - Professor Patricia Broadfoot, CBE, University of Bristol Do you need a practical guide to assessment, curriculum and policy? Are you also looking for a book that is firmly grounded in theory and professional practice? This book makes assessment processes transparent for practitioners, and shows how assessment should align with curriculum and teaching for success in education. The book will show you how practitioner use of achievement standards can improve learning, equity, social justice and accountability. Inside this book, you will learn about: Quality assessment and judgement practice Relationships across curriculum, assessment, teaching and learning Front-ending assessment based on the learner′s needs Practitioner judgement approaches and standards The conditions under which teacher assessment can be valid Principles derived from research of social moderation practices Assessment for Education is the perfect guide for students, researchers, academics and teaches, and anyone working in curriculum and assessment policy. |
| enhanced end of topic assessment: Principles and Standards for School Mathematics , 2000 This easy-to-read summary is an excellent tool for introducing others to the messages contained in Principles and Standards. |
| enhanced end of topic assessment: Knowing What Students Know National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Testing and Assessment, Committee on the Foundations of Assessment, 2001-10-27 Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates. |
| enhanced end of topic assessment: Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference. Workshops Zuzana Kubincová, Loreto Lancia, Elvira Popescu, Minoru Nakayama, Vittorio Scarano, Ana B. Gil, 2020-08-13 This book features papers from workshops at the 10th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning, which was hosted by the University of L'Aquila (Italy) from 17th to 19th June 2020. The workshops provided participants with the opportunity to present and discuss novel research ideas on emerging topics complementing the main conference. They particularly focused on multi-disciplinary and transversal aspects such as TEL in nursing education programs, social and personal computing for web-supported learning communities, interactive environments and emerging technologies for eLearning, and TEL for future citizens. |
| enhanced end of topic assessment: How To Design And Deliver Enhanced Modules Medlicott, Diana, 2009-06-01 This book will help university and further education tutors to engage and motivate their learners and create learning environments which will encourage assessment success and very importantly, retention of students. It provides a practical approach on how to challenge the standard module structures and start to create much more fun and engaging approach to teaching in higher and further education. The book is split into two sections: designing and delivering. The author draws from her own research and experience to create ideas and approaches that readers will be able to apply immediately to their own situations and teaching experiences. |
| enhanced end of topic assessment: Inside the black box Paul Black, Dylan Wiliam, 1998 Offers practical advice on using and improving assessment for learning in the classroom. |
| enhanced end of topic assessment: Risk Assessment, Modeling and Decision Support Ann Bostrom, Steven P. French, Sara J. Gottlieb, 2008-02-10 The papers in this volume integrate results from current research efforts in earthquake engineering with research from the larger risk assessment community. The authors include risk and hazard researchers from the major U.S. hazard and earthquake centers. The volume lays out a road map for future developments in risk modeling and decision support, and positions earthquake engineering research within the family of risk analysis tools and techniques. |
| enhanced end of topic assessment: Pacific Missile Range Facility, Enhanced Capabilities, To Accommodate Theater Ballistic Missile Defense (TBMD) Training & Testing and Theater Missile Defense (TMD) Testing , 1998 |
| enhanced end of topic assessment: Higher Education Learning Methodologies and Technologies Online Gabriella Casalino, |
| enhanced end of topic assessment: Classroom Assessment Techniques Thomas A. Angelo, Patricia K. Cross, 2005-04 This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today. |
| enhanced end of topic assessment: Methodologies and Intelligent Systems for Technology Enhanced Learning, 13th International Conference Marcelo Milrad, Nuno Otero, María Cruz Sánchez‐Gómez, Juan José Mena, Dalila Durães, Filippo Sciarrone, Claudio Alvarez-Gómez, Manuel Rodrigues, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta, 2023-10-07 Education is the cornerstone of any society; it serves as one of the foundations for many of its social values and characteristics. mis4TEL’23 promotes the interaction among the scientific community to discuss applications of Technology Enhanced Learning solutions targeting not only cognitive and social processes but also motivational, personality, or emotional factors. In addition, current trends concerning the use of artificial intelligence can help and augment learning opportunities for learners and educators. The 13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning (mis4TEL’23) technical program includes 26 contributions (13 full papers and 13 short papers). mis4TEL’23 is hosted by the LASI and Centro Algoritmi of the University of Minho (Portugal). The authors would like to thank all the contributing authors, the members of the Program Committee, National Associations (AEPIA and APPIA), and the sponsors (AIR Institute and Camara Municipal de Guimarães). |
| enhanced end of topic assessment: Digital Speech Transmission and Enhancement Peter Vary, Rainer Martin, 2023-11-23 DIGITAL SPEECH TRANSMISSION AND ENHANCEMENT Enables readers to understand the latest developments in speech enhancement/transmission due to advances in computational power and device miniaturization The Second Edition of Digital Speech Transmission and Enhancement has been updated throughout to provide all the necessary details on the latest advances in the theory and practice in speech signal processing and its applications, including many new research results, standards, algorithms, and developments which have recently appeared and are on their way into state-of-the-art applications. Besides mobile communications, which constituted the main application domain of the first edition, speech enhancement for hearing instruments and man-machine interfaces has gained significantly more prominence in the past decade, and as such receives greater focus in this updated and expanded second edition. Readers can expect to find information and novel methods on: Low-latency spectral analysis-synthesis, single-channel and dual-channel algorithms for noise reduction and dereverberation Multi-microphone processing methods, which are now widely used in applications such as mobile phones, hearing aids, and man-computer interfaces Algorithms for near-end listening enhancement, which provide a significantly increased speech intelligibility for users at the noisy receiving side of their mobile phone Fundamentals of speech signal processing, estimation and machine learning, speech coding, error concealment by soft decoding, and artificial bandwidth extension of speech signals Digital Speech Transmission and Enhancement is a single-source, comprehensive guide to the fundamental issues, algorithms, standards, and trends in speech signal processing and speech communication technology, and as such is an invaluable resource for engineers, researchers, academics, and graduate students in the areas of communications, electrical engineering, and information technology. |
| enhanced end of topic assessment: Designing Authentic Performance Tasks and Projects Jay McTighe, Kristina J. Doubet, Eric M. Carbaugh, 2020-02-18 Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning—in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to * Create authentic tasks and projects to address both academic standards and 21st century skills. * Apply task frames to design performance tasks that allow voice and choice for students. * Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment. * Incorporate performance-based instructional strategies needed to prepare students for authentic performance. * Differentiate tasks and projects for all students, including those needing additional support or challenge. * Effectively manage the logistics of a performance-based classroom. * Use project management approaches to facilitate successful implementation of tasks and projects. * Develop performance-based curriculum at the program, school, and district levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing. |
| enhanced end of topic assessment: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| enhanced end of topic assessment: State Assessment Systems National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards, 2011-01-02 Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity-and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the common core academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements. |
| enhanced end of topic assessment: Nutrition and Enhanced Sports Performance Debasis Bagchi, Sreejayan Nair, Chandan K. Sen, 2018-10-05 Nutrition and Enhanced Sports Performance: Muscle Building, Endurance and Strength, Second Edition, includes comprehensive sections on the role of nutrition in human health, various types of physical exercises, including cardiovascular training, resistance training, aerobic and anaerobic exercises, bioenergetics and energy balance, and the nutritional requirements associated with each. Other sections cover sports and nutritional requirements, the molecular mechanisms involved in muscle building, an exhaustive review of various foods, minerals, supplements, phytochemicals, amino acids, transition metals, competition training, healthy cooking, physical training, and lifestyle and dietary recommendations for sports performance. This updated edition includes new chapters on mood, alertness, calmness and psychomotor performance in sports, extreme sports, natural myostatin inhibitor and lean body mass, the benefits of caffeine in sport nutrition formulations, the role of vitamin D in athletic performance, probiotics and muscle mass. - Provides a comprehensive appraisal of the nutritional benefits of exercise in human health - Compiles chapters reviewing the nutritional prophylaxis in human health - Addresses performance enhancement drugs and sports supplements - Presents various types of physical exercises and addresses exercise and nutritional requirements in special populations - Discusses sports nutrition and the molecular mechanisms involved in muscle building - Contains an exhaustive review of various food, minerals, supplements, phytochemicals, amino acids, transition metals, small molecules and other ergogenic agents - Highlights the aspects of healthy cooking, physical training, lifestyle and dietary recommendations for sports performance |
| enhanced end of topic assessment: Equals , 2006 |
| enhanced end of topic assessment: The Art and Science of Teaching Robert J. Marzano, 2007 Presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. |
| enhanced end of topic assessment: Assessment as Learning Lorna M. Earl, 2013 This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change. |
| enhanced end of topic assessment: Enhancing Teaching and Learning through Assessment Steve Frankland, 2007-10-17 Assessment is the daily life of a teacher; designing plans, setting questions, giving feedback and grading are all activities that teachers undertake on a regular basis. This book provides a practical guide on the effective use of assessment. It includes the use of assessment tools and pedagogical design that help students deepen their learning. Major issues on assessment and some excellent examples are presented as a useful resource to university teachers in enhancing teaching and students' learning. |
| enhanced end of topic assessment: Innovations in Enhanced and Improved Oil Recovery - New Advances Mansoor Zoveidavianpoor, 2024-04-24 This book navigates the evolving landscape of Enhanced Oil Recovery (EOR) and Improved Oil Recovery (IOR), covering diverse topics such as lithological dynamics in CO2-EOR, the impact of asphaltene precipitation in WAG implementation, progress in CO2-EOR and storage technology, in situ foam generation for unconventional fractured reservoirs, electromagnetic radiation effects on heavy oil upgrading, advancements in hydraulic fracturing, in situ synthesis of nanoparticles, and operational insights in the Bakken Shale. This comprehensive volume serves as an indispensable resource for professionals and researchers in the ever-changing field of enhanced and improved oil recovery. |
| enhanced end of topic assessment: Assessment and Feedback in Higher Education: A Guide for Teachers Teresa McConlogue , 2020-05-01 Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Assessment and Feedback in Higher Education aims to solve these problems. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need. |
| enhanced end of topic assessment: Technology-Enhanced and Collaborative Learning Stewart Martin, Michele Notari, 2018-07-26 Technology-enhanced, collaborative and blended learning settings can promote more effective approaches to teaching, learning and assessment when context, agency and individual characteristics are taken into account. This book presents critical insight into the theoretical and practical progress made towards establishing effective, valid and reliable strategies for using and evaluating such approaches, and the challenges and implications of doing so. Topics explored include technology-enhanced learning and student evaluations; student engagement and the perception of teaching quality; instructional design and assessment strategies; blended network and mobile technologies for enriching learning and for monitoring and assessment; and the motivations of students to engage with evaluation. Contributors examine issues such as the underlying variabilities in student evaluation of teaching; the implications of inherited cultural and pedagogic practices for educators using collaborative and blended learning; and the international empirical progress in research to understand and measure interactions between cognition, successful learning, and individual difference in technology-augmented settings. |
| enhanced end of topic assessment: Methodologies and Intelligent Systems for Technology Enhanced Learning, 12th International Conference Marco Temperini, Vittorio Scarano, Ivana Marenzi, Milos Kravcik, Elvira Popescu, Rosa Lanzilotti, Rosella Gennari, Fernando De La Prieta, Tania Di Mascio, Pierpaolo Vittorini, 2022-11-23 The 12th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learning was hosted by the University of L'Aquila and was held in L'Aquila (Italy) from July 13 to 15, 2022. The conference has established itself as a consolidated fertile forum where scholars and professionals from the international community, with a broad range of expertise in the TEL field, share results and compare experiences Technologies in TEL are capable of delivering smart, personalized, tailored, and motivating learning solutions. Methods are coming from different fields, such as education, psychology, medicine, computer science, and from diverse communities, where collaboration and co-working are used. |
| enhanced end of topic assessment: Assessment For Learning Black, Paul, Harrison, Chris, Lee, Clara, 2003-09-01 Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description |
| enhanced end of topic assessment: Handbook of Research on Science Education, Volume II Norman G. Lederman, Sandra K. Abell, 2014-07-11 Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community. |
| enhanced end of topic assessment: Assessment Strategies for Self-Directed Learning Arthur L. Costa, Bena Kallick, 2004 This volume focuses on assessing students' abilities as self-directed learners. The authors use 'triangulation' to ensure that the assessment system is balanced and complete. |
| enhanced end of topic assessment: Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education David Guralnick, Michael E. Auer, Antonella Poce, 2022-12-15 New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2022 was the 15th annual conference and was the first time the conference was held as a hybrid event. The conference took place from June 15 to 17, 2022, both in New York and online, and included two special tracks: The Adaptive Learning via Interactive, Collaborative and Emotional Approaches (ALICE) Special Track and a track on Inclusive Learning. Topics covered in this book include, among others, online learning methodologies, diversity and inclusion in learning, case studies in university and corporate settings, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning. The papers included in this book are of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others. |
| enhanced end of topic assessment: Computational Intelligence for Technology Enhanced Learning Fatos Xhafa, Santi Caballé, Ajith Abraham, Thanasis Daradoumis, Angel A. Juan, 2010-03-10 E-Learning has become one of the most wide spread ways of distance teaching and learning. Technologies such as Web, Grid, and Mobile and Wireless networks are pushing teaching and learning communities to find new and intelligent ways of using these technologies to enhance teaching and learning activities. Indeed, these new technologies can play an important role in increasing the support to teachers and learners, to shorten the time to learning and teaching; yet, it is necessary to use intelligent techniques to take advantage of these new technologies to achieve the desired support to teachers and learners and enhance learners’ performance in distributed learning environments. The chapters of this volume bring advances in using intelligent techniques for technology enhanced learning as well as development of e-Learning applications based on such techniques and supported by technology. Such intelligent techniques include clustering and classification for personalization of learning, intelligent context-aware techniques, adaptive learning, data mining techniques and ontologies in e-Learning systems, among others. Academics, scientists, software developers, teachers and tutors and students interested in e-Learning will find this book useful for their academic, research and practice activity. |
| enhanced end of topic assessment: Advancing Formative Assessment in Every Classroom Connie M. Moss, Susan M. Brookhart, 2019-05-13 Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - What if scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to do formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome. |
| enhanced end of topic assessment: Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning Moura, Ana S., Reis, Pedro, Cordeiro, M. Natália D. S., 2020-11-13 Though in the past online learning was considered of poorer professional quality than classroom learning, it has become a useful and, in some cases, vital tool for promoting the inclusivity of education. Some of its benefits include allowing greater accessibility to educational resources previously unattainable by those in rural areas, and in current times, it has proven to be a critical asset as universities shut down due to natural disasters and pandemics. Examining the current state of distance learning and determining online assessment tools and processes that can enhance the online learning experience are clearly crucial for the advancement of modern education. The Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning is a collection of pioneering investigations on the methods and applications of digital technologies in the realm of education. It provides a clear and extensive analysis of issues regarding online learning while also offering frameworks to solve these addressed problems. Moreover, the book reviews and evaluates the present and intended future of distance learning, focusing on the societal and employer perspective versus the academic proposals. While highlighting topics including hybrid teaching, blended learning, and telelearning, this book is ideally designed for teachers, academicians, researchers, educational administrators, and students. |
| enhanced end of topic assessment: Enhancing Inclusive Instruction Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell, 2024-03-15 Enhancing Inclusive Instruction centers the voices of students of diverse backgrounds to explore how instructors can approach equitable, inclusive teaching. Grounded in student perspectives, this book is a powerful call to action for instructors to listen to the voices of their learners, take steps to measure the impact of their approaches, and meaningfully reflect on their efforts. The authors provide practical tools that instructors can use to obtain ongoing feedback on their inclusive teaching efforts, and supply guidance on difficult and emerging topics such as how instructors from diverse backgrounds can navigate inclusive teaching in academe, as well as the implications of generative artificial intelligence on equity and inclusion. Modeling the importance of continuous growth, Enhancing Inclusive Instruction provides the knowledge and skills to further any college instructor’s inclusive teaching journey. |
| enhanced end of topic assessment: Aspects of Teaching Secondary Mathematics Linda Haggarty, 2003-09-02 If learners in the classroom are to be excited by mathematics, teachers need to be both well informed about current initiatives and able to see how what is expected of them can be translated into rich and stimulating classroom strategies. The book examines current initiatives that affect teaching mathematics and identifies pointers for action in the classroom. Divided into three major sections, it looks at: the changing mathematics classroom at primary, secondary and tertiary level major components of the secondary curriculum practical pedagogical issues of particular concern to mathematics teachers. Each issue is explores in terms of major underpinnings and research in that area, and practical ideas can be drawn from the text and implemented in the reader's classroom practice. Each chapter has been written by a well-respected writer, researcher and practitioner in their field and all share a common goal: to look thoughtfully and intelligently at some of the practical issues facing mathematics teachers and offer their perspectives on those issues. |
| enhanced end of topic assessment: Decision Making for Enhanced Health Security Gilberto Montibeller, 2022-06-06 Health threats pose significant dangers to humankind and form a major source of human suffering and sorrow. Responsible leadership and reasoned decision making can significantly improve the arenas that are affected by health threats, through establishing a better allocation of very scarce resources for building health capabilities and for increasing health preparedness, responsiveness and resilience. This book examines how public health leaders can use the cutting-edge research from Decision Sciences to better manage emerging and re-emerging health threats, with a focus on enhancing health security. While these decisions must be informed by the best available evidence, they must also address competing priorities and key uncertainties and must mitigate critical risks, albeit in a cost-effective manner which seeks to maximize societal value. This is a book about how decisions on health security can be improved, both in terms of the content that is utilized in a health decision analysis and the decision processes that are employed in reaching a decision. This decision-focused perspective can help public health leaders and public health experts to increase the health preparedness of health systems, the task of which involves improving health capabilities, increasing the robustness of health systems against health threats, as well as strengthening health resilience and the responsiveness of these systems against disease outbreaks. |
ENHANCE Definition & Meaning - Merriam-Webster
The meaning of ENHANCE is heighten, increase; especially : to increase or improve in value, quality, desirability, or attractiveness. How to use enhance in a sentence. Enhance Has Latin …
Enhanced - Definition, Meaning & Synonyms - Vocabulary.com
As an adjective, enhanced describes something that has been increased or made better, like a weather report whose enhanced maps show viewers exactly where a storm is taking place — …
ENHANCED | English meaning - Cambridge Dictionary
The strength of the characters was considered to be enhanced by the quality of writing of the story, and the use of facial animation.
Enhanced - definition of enhanced by The Free Dictionary
To improve or augment, especially in effectiveness, value, or attractiveness: exercises that enhance cardiovascular health; spices that enhance the flavor of a sauce; renovations that …
ENHANCE Definition & Meaning | Dictionary.com
To enhance is to raise to a higher degree, such as to magnify or intensify something. To enhance a photo, for example, is to improve the colors, lighting, or other characteristics in order to …
ENHANCED definition in American English - Collins Online …
ENHANCED definition: to intensify or increase in quality, value, power, etc; improve ; augment | Meaning, pronunciation, translations and examples in American English
enhanced adjective - Definition, pictures, pronunciation and usage ...
Definition of enhanced adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
What does enhanced mean? - Definitions.net
enhanced. Enhanced refers to something that has been improved, intensified, or increased in value, quality, or attractiveness, often through modifications, additions or upgrades.
Enhanced Definition & Meaning - YourDictionary
Enhanced definition: In a version or form that has been improved or made better than some other standard form.
enhanced | meaning of enhanced in Longman Dictionary of …
enhanced meaning, definition, what is enhanced: improved or better: Learn more.
ENHANCE Definition & Meaning - Merriam-Webster
The meaning of ENHANCE is heighten, increase; especially : to increase or improve in value, quality, desirability, or attractiveness. How to use enhance in a sentence. Enhance Has Latin …
Enhanced - Definition, Meaning & Synonyms - Vocabulary.com
As an adjective, enhanced describes something that has been increased or made better, like a weather report whose enhanced maps show viewers exactly where a storm is taking place — …
ENHANCED | English meaning - Cambridge Dictionary
The strength of the characters was considered to be enhanced by the quality of writing of the story, and the use of facial animation.
Enhanced - definition of enhanced by The Free Dictionary
To improve or augment, especially in effectiveness, value, or attractiveness: exercises that enhance cardiovascular health; spices that enhance the flavor of a sauce; renovations that …
ENHANCE Definition & Meaning | Dictionary.com
To enhance is to raise to a higher degree, such as to magnify or intensify something. To enhance a photo, for example, is to improve the colors, lighting, or other characteristics in order to …
ENHANCED definition in American English - Collins Online …
ENHANCED definition: to intensify or increase in quality, value, power, etc; improve ; augment | Meaning, pronunciation, translations and examples in American English
enhanced adjective - Definition, pictures, pronunciation and usage ...
Definition of enhanced adjective in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
What does enhanced mean? - Definitions.net
enhanced. Enhanced refers to something that has been improved, intensified, or increased in value, quality, or attractiveness, often through modifications, additions or upgrades.
Enhanced Definition & Meaning - YourDictionary
Enhanced definition: In a version or form that has been improved or made better than some other standard form.
enhanced | meaning of enhanced in Longman Dictionary of …
enhanced meaning, definition, what is enhanced: improved or better: Learn more.
